Responsible citizenship
This unit has been written for a multistage classroom. The activities are designed to support the learning in Stages 1, 2 and 3 of the HSIE
syllabus and have students work towards the achievement of outcomes relevant to each Stage. The unit can be taught as a multistage unit or as a
separate unit for one of the stages. It can also be used in a class across two stages.
The green shading indicates teaching activities for all stages, while the yellow shading indicates teaching activities for students in Stages 1 and 2
and the turquoise shading indicates teaching for students in Stages 2 and 3. There are also many activities that are specific to one stage and allow
for group work and the development of skills and content from the HSIE syllabus. These multistage units provide an example of the ways the
mandatory subject matter and outcomes can be incorporated into teaching and learning in HSIE K–6.
Responsible citizenship covers a range of content and outcomes in HSIE across several content strands to develop students understanding of the
varying roles of a responsible citizen. This provides the opportunity to develop background knowledge using a wide range of oral, visual and
written text types. Teachers can further develop this material to support the teaching of the talking and listening, reading and writing outcomes of
the English syllabus. Students use a range of computer and Internet skills.
Stage 1 Outcomes
Cultures
CUS1.3 Identities
Identifies customs, practices, symbols, languages
and traditions of their family and other families.
Environments
ENS1.6 Relationships with places
Demonstrates an understanding of the relationship
between environments and people.
Social systems and structures
SSS1.8 Rights and responsibilities
Identifies roles and responsibilities within
families, schools and the local community, and
determines ways in which they should interact
with others.
HSIE STAGE 1, 2 & 3
Curriculum Directorate
Stage 2 Outcomes
Change and Continuity
CCS2.1 Significant events and people
Describes events and actions related to British
colonisation of Australia and assesses changes
and consequences.
Cultures
CUS2.3 Identities
Explains how shared customs, practices, symbols,
languages and traditions in communities
contribute to Australian and community identities.
Environments
ENS2.6 Relationships with places
Describes people’s interactions with environments
and identifies responsible ways of interacting with
environments.
MARCH 2003
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
Stage 3 Outcomes
Change and continuity
CCS3.1 Significant events and people
Explains the significance of particular people,
places, groups, actions and events in the past in
developing Australian identities and heritage.
Environments
ENS3.5 Patterns of place and location
Demonstrates an understanding of the
interconnectedness between Australia and global
environments and how individuals and groups can
act in an ecologically responsible manner.
Social systems and structures
SSS3.7 Resource systems
Describes how Australian people, systems and
communities are globally interconnected and
Page 1 of 25
Students in Stage 1 will learn about:
Cultures
 cultural characteristics of families
 groups to which students belong, including the
family
 significant people who belong to these groups
 symbols used by different groups, e.g. badges,
flags
 similarities and differences between ways in
which families express their culture, e.g.
celebrations.
Environment
 adaptations to environments to fulfil needs
 changes to the immediate environment as a
result of meeting needs and wants
 personal and shared values and responsibilities
towards features, sites, places and environments
 care of resources, including waste disposal.
Social systems and structures
 types of family structures, e.g. extended,
blended, single-parent families, families with
Social systems and structures
SSS2.7 Resource systems
Describes how and why people and technologies
interact to meet needs and explains the effects of
these interactions on people and the environment.
SSS2.8 Roles, rights and responsibilities
Investigates rights, responsibilities and decisionmaking processes in the school and community
and demonstrates how participation can contribute
to the quality of their school and community life.
recognises global responsibilities.
SSS3.8 Roles, rights and responsibilities
Explains the structures, roles, responsibilities and
decision-making processes of state and federal
governments and explains why Australians value
fairness and socially just principles.
Students in Stage 2 will learn about:
Change and continuity
 Aboriginal resistance to the establishment of a
British colony — significant people including
Pemulwuy, achievements, events and places
 changes to people and places in the Sydney
region as a result of British colonisation
 causes and effects of change in the local
community and other communities
 family, school, local, national and global events
and issues.
Culture
 easily recognisable symbols used by the local
community, e.g. coats of arms.
Environment
 significant natural, heritage and built features in
the local area, New South Wales and Australia,
and their uses
 the location of major cities, rivers and
mountains in New South Wales and the capital
cities in Australia
Students in Stage 3 will learn about:
Change and continuity
 world achievements by Australians, past and
present
 Australian human rights issues, past and
present, including the impact of the stolen
generations
 family, school, local, national and global
events, issues, problems and trends.
Environments
 effects of human and natural changes on
environments
 ecologically sustainable development of
environments
 different perspectives about the maintenance
and improvement of environments.
Social Systems and Structures
 global interconnections and interdependence,
e.g. communications, trade, international human
rights agreements and organisations
 changes in work practices and industry in
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 2 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/






adopted children
function of families and family activities
interconnections between technologies,
workers, users and the environment
personal needs and wants
roles, rights and responsibilities in the family
and at school
roles and responsibilities of people who work in
services in the community, both paid and
unpaid
family, school and community rules and their
purposes.



local and other Australian communities
environmental changes
groups associated with places and features,
including Aboriginal people
 management and care of features, sites, places
and environments.
Social systems and structures
 services and contributions made by community
organisations and groups
 consumer and producer rights and
responsibilities
 goods, services and facilities in communities
 changes in technologies in community
organisations and systems, and effects on
lifestyles and environments
 contributions of paid and unpaid workers and
voluntary organisations in the community.





Australia, e.g. the impact of technology
rights and responsibilities of Australian
citizenship and global citizenship
rights and responsibilities of users and
producers of goods and services globally
organisations that support employers and
workers, e.g. associations, federations, unions
community, school and class decision-making
and democratic processes
contributions of groups, movements, policies
and laws to the development of fairness and
social justice in Australia.
Resources
The Equity Resource Library provides a borrowing service for teachers in DET schools.
Phone: (02) 9582 5860
Fax: (02) 9550 2874
Address: 11–13 Swanson Street, Erskineville 2043
Email: equity.sydney@det.nsw.edu.au
Online query form: http://equityresourcelibrary.det.nsw.edu.au
Resources referenced should be readily available in schools and/or are available from the Equity Resource Library unless noted.
Most of the DET resources are also available as pdf files on the Professional Support and Curriculum Directorate web site:
http://www.curriculumsupport.nsw.edu.au/primary/index.cfm?u=4&i=142&kla=hsie
Discovering Democracy Units of work are available online at: www.curriculum.edu.au/democracy follow the link to DD units.
1. Australians All! 2001, published by Curriculum Corporation, Carlton South, Vic.
2. Australian Readers, Discovering Democracy Upper Primary Collection, 1999, published by Curriculum Corporation, Carlton South, Vic.
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 3 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Australian Readers, Discovering Democracy Upper Primary Teacher Guide, 1999, published by Curriculum Corporation, Carlton South, Vic.
Australian Readers, Discovering Democracy Middle Primary Collection, 1999, published by Curriculum Corporation, Carlton South, Vic.
Australian Readers, Discovering Democracy Middle Primary Teacher Guide, 1999, published by Curriculum Corporation, Carlton South, Vic.
Big Mob Books for Little Fullas, 1996, BOS
Discovering Democracy Middle Primary Units Assessment Resource, 2000, published by Curriculum Corporation, Carlton South, Vic.
Discovering Democracy Upper Primary Units Assessment Resource, 2000, published by Curriculum Corporation, Carlton South, Vic.
Face the Facts, some questions and answers about immigration, refugees and Indigenous affairs, 2001, free information booklet from the Human
Rights and Equal Opportunity Commission phone (02) 9284 9600 or available online at:
http://www.humanrights.gov.au/racial_discrimination/face_facts/index.html
Jacaranda Primary Atlas, second edition. 2001, published by John Wiley and Sons, Australia.
Nallawa Achieving Reconciliation: A reconciliation history: images of Australia past and present, 2000, Ed. Nina Burridge, Published by Macquarie
University, Sydney.
One Destiny, CD-ROM, 2001, published by Curriculum Corporation, Carlton South, Vic.
Our Land Our People, no date, written and published by NSW Aboriginal Land Council.
Stories of Democracy, CD-ROM, 2001, published by Curriculum Corporation, Carlton South, Vic.
Sydney Airport, (no date), DET Stage 3 teaching resource, published by Sydney Airport Corporation Limited.
The Boss, 1992, by Allan Baillie, published by Ashton Scholastic, Sydney. (Not available from Equity Centre Library).
Victoria’s Market, 1992, by Nan McNab, published by Allen and Unwin, Sydney. (Not available from Equity Centre Library).
Where the sun rises, 2000, DET Stage 1 teaching resource.
Window, 1991, by Jeannie Baker, published by Julia MacRae Books, London.
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HSIE STAGE 1, 2 & 3
March 2003
Page 4 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
Understanding responsible citizenship
What matters to you? Students identify what is important in their lives.
Overview: Students develop a list of ten items and five people they identify as important in their lives to explore individual and community points of view
in a directed discussion.
 Set the scene: students are going on a long journey or adventure and can take ten items and five people of importance with them. Select a storyline that
your class can relate to based on a familiar book or movie such as Lord of the rings or Harry Potter.
 Begin by brainstorming with student’s what is important in their lives, e.g. family, friends, food, love and security, game boy, grandparents, family pet,
etc. Record student’s responses on the board or chart for reference. If necessary categorise the brainstorm responses into two groups, 1. Items and 2.
People.
 Following the brainstorm students either independently, in pairs or small groups, identify their own list of ten items and five people of importance to take
with them on this imaginary journey or adventure. Teachers can design a worksheet for students to record their choices on using a theme from the chosen
text.
 Now add a complication to the storyline of the journey or adventure, such as it now becomes significantly more difficult or dangerous. This means that
only part of the original group chosen can continue, with reduced items. The remaining people and items will wait for those who continue on with the
journey or adventure at a safe house for the successful return of the others. Students will need to choose two items of importance and two people to
continue on with the journey or adventure. The people chosen to remain at the safe house will be responsible for looking after each other and the eight
items of personal importance you also leave there. Encourage students to think carefully about the choices they make, allow time for discussion so that
students can make responsible decisions that are in the best interest of the group who remain at the safe house and the group who continues on with the
journey or adventure. Try to ensure that peer pressure does not affect the types of choices students make.
 Organise students into small peer groups, mixing up previous groupings, to discuss why they made the choices they did. Groups will take turns to report
back to the rest of the class on the different choices and reasons for these choices.
 Debrief class: What was surprising about the choices made and the reasons given? This question should highlight the wide range of responses that reflect
individual differences of opinions and family lifestyles. During the class discussion of the journey or adventure activity develop the concept that
individuals have rights and responsibilities within society, this includes the right to be an individual, with unique personal differences (within the law)
that are accepted by others. These rights balance the responsibilities to respect other people and to fulfil obligations and responsibilities to themselves,
others and the community.
 Develop a list of examples in the community that show how different points of view affect people’s lives, this could include religious views, political
views, cultural views etc. Include examples of how people spend their time and identify how this reflects what they consider important in their lives e.g.
work, family, sport, hobbies, church and volunteer work. Students rank the activities they participate in, in order of importance to them as a person.
Retain for reference in next section of work.
Ask students: How do you function in a community when other people have different ideas on what is important? How can we all live harmoniously in our
community when people have different ideas on what is important? What responsibilities do people have in maintaining harmony in communities when
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 5 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
people have different ideas on what is important? What would happen in our community if you where expected to have the same ideas on what is important
to everyone else? Undertake a class discussion on these questions highlighting aspects of the dot points listed below.
 acceptance of cultural diversity in society
 individual initiative and effort
 appreciation of Australia's record of achievement as a democracy
 appreciation of the importance of democratic decision making
 concern for the welfare, rights and dignity of all people
 recognition of the intrinsic value of the natural environment.
(A summary from the Civics Expert Group report (1994), Whereas the people... This report looked at the question: What values and attitudes are integral to
civics and citizenship education?)
This activity develops the concepts and understandings for the rest of this unit of work.
Stage 1
Stage 2
SSS1.8 Roles, rights and responsibilities
SSS2.8 Roles, rights and responsibilities
Identifies roles and responsibilities within
Investigates rights, responsibilities and decisionfamilies, schools and the local community, and
making processes in the school and community
determines ways in which they should interact
and demonstrates how participation can contribute
with others.
to the quality of their school and community life.
Activities
Indicators
Activities
Indicators
What matters to you?
What matters to you?
SSS1.8
SSS2.8
Students’ identify what is
 participates in
Students’ identify what is
 participates in
important in their lives.
role play to
important in their lives.
role play to
develop own
develop and
Use the text The Boss, by
values relating
Look up the words
evaluate own
Allan Baillie.
to responsible
responsible, irresponsible
values relating
Present using big book
citizenship
and citizenship in a
to responsible
strategies. Read text with
dictionary or use the
citizenship
students. Locate the story in
electronic dictionary in
time and place.
Word. Record these
 defines terms
Who is in the family? How
 identifies the
definitions for class
and relates to
is it like your family? What
roles of family
reference. Discuss how
role play values
do the different family
members in the
these definitions relate to the
Stage 3
SSS3.8 Roles, rights and responsibilities
Explains the structures, roles, responsibilities and
decision-making processes of state and federal
governments and explains why Australians value
fairness and socially just principles.
Activities
Indicators
What matters to you?
SSS3.8
Students’ identify what is
 participates in
important in their lives.
role play
identifying,
Look up the words
justifying and
responsible, irresponsible
evaluating own
and citizenship in a
values relating
dictionary or use the
to responsible
electronic dictionary in
citizenship
Word. Record these
 defines terms
definitions for class
and explains
reference. Discuss how
how these relate
these definitions relate to
to role play
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HSIE STAGE 1, 2 & 3
March 2003
Page 6 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
members do?
Identify the roles and
responsibilities of family
members in the story. How
are these the same and
different to your family?
Who is The Boss, who has a
younger (or older) brother
or sister who behaves like
the boss sometimes. Is this a
problem? Why?
Do you think the boss will
grow out of being bossy?
Why?
What would it be like to live
in a place where the boss
was real and everyone had
to do what the boss wanted?
What would life be like,
would people be happy?
Students compile a group
list of rights and
responsibilities that are
addressed in the text.
Students compile a list of
the rights and
responsibilities they have in
their life.
story

identifies the
responsibilities
of the family
members in the
story

discusses
inappropriate
and appropriate
roles and
responsibilities

contributes to
class list of
rights and
responsibilities
 compiles a list of
personal rights
and
responsibilities
discussion questions
following the hot air
balloon.
Use the text I have a right
page 40 in the DD Middle
Primary Readers. Students
read the text independently
and undertake activities
developed from Exploring
the text page 15 and 16.
Use ideas outlined in
Developing the concepts on
page 17 of the DD Upper
Primary Teachers Guide;
Good Neighbours to
develop an understanding of
positive interaction in
neighbourhood
communities.
How are the items identified
as important in the lives of
the students reflected in the
text I have a right?
Students compile a group
list of rights and
responsibilities that are
addressed in the text.

discusses and
develops the
concept of a
“good
neighbour”
 considers other
ways
communities
interact in
positive ways
 relates own
experiences to
the story

contributes to
and explains
rights and
responsibilities
suggested for
the class list
items taken on the hot air
balloon.
Use the text Freedom page
2, in the DD Upper Primary
Readers. Students read the
text independently and
undertake activities from
page 1, Exploring the text.
Use ideas outlined in
Developing the concepts on
page 4 of the DD Upper
Primary Teachers Guide;
Liberty, Equality and
Fraternity, to develop an
understanding of these
concepts.
How are the items identified
as important in the lives of
the students reflected in the
text Freedom?
Students compile a group
list of rights and
responsibilities that are
addressed in the text.
values

identifies what
the fable is
saying about
personal liberty
 gives examples
of liberty and
equality

explains how
personal liberty
is expressed in
Australian
society

critically
evaluates own
contributions to
class list of
rights and
responsibilities
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HSIE STAGE 1, 2 & 3
March 2003
Page 7 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
Developing a sense of community
What is considered a “healthy” community?
This section focuses on the concept of “social wealth” or the “social capital” of communities. There is now a wide range of literature available addressing
these issues, both Australian and international. The material available at: http://users.tpg.com.au/users/resolve/globalcrisis/part1.html is representative of
this.
Begin by discussing the social features of communities that support and enhance the lives of people who live there. This includes feelings of trust and
safety, the value of life, having neighbourhood connections, connections with family and friends, participating in the local community, being proactive in
the local community or participating without being asked, having work connections and accepting and tolerating diversity. All of these factors contribute to
a socially healthy society. These factors also provide a tangible resource that can be drawn on in time of need. There are many positive (and negative)
examples of this in large and small communities. Many communities are actively developing “social wealth” within their communities to sustain these
communities, examples include service clubs such as Apex, sporting clubs, community organisations such as Meals on wheels, churches, community banks,
produce cooperatives, community owned factories related to the primary products of the area, community projects and events designed to promote local
tourism etc.
What makes up a “healthy” community? Identify the “healthy” features or your community and other communities.
Maintain a positive focus. There are many obvious examples of “unhealthy communities” that are counter productive to promoting “healthy communities”.
Positive examples vary from community sporting organisations, farmers’ markets and community garden plots to the new suburb “Newington” developed
as accommodation for the Sydney Olympics. This project incorporates sustainable technology and a wide range of community facilities, such as a village
green, walking and cycle trails, as well as child care facilities and transport links to facilitate community interaction.
Be sensitive when talking about families and especially cautious of issues having a direct, negative impact on students in the class.
Students brainstorm positive features of “social wealth”. Ask: How does your family work cooperatively? How do we work cooperatively for the welfare of
our locality and our whole society? Use the key words trust, safety, connections, participation, volunteering, networking, cooperation and tolerance to
stimulate student ideas and practical examples on these questions.
Each stage has a different focus, Stage 1 focuses on families and the local community, Stage 2 focuses on the Australian community and Stage 3 focuses on
the global community.
Display these key words trust, safety, connections, participation, volunteering, networking, cooperation and tolerance in a prominent location in the
classroom. Refer to at regular intervals during this unit to clarify and link the many different aspects of responsible citizenship.
Stage 3 has a particular focus on social justice.
What is social justice? It is a value that favours measures aimed at decreasing or eliminating inequities (page 94, HSIE syllabus).
What are some of the social justice issues in the community? These include issues that relate to inequity particularly those that affect multiculturalism,
Aboriginal people, refugees, women and other minority groups. This can include:
 Migrants: different cultural backgrounds, family reunions, languages other than English, diverse religions and the problems migrants face in resettling.
 Refugees: accessing refugee status, health and detention centres, as well as all of the issues that generally affect migrants.
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HSIE STAGE 1, 2 & 3
March 2003
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NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/

Aboriginal and Torres Straight Islander people: the stolen generations, Aboriginal deaths in custody, land rights, protection of culture, ownership of
cultural property, health, appropriate education, access to paid work etc.
Face the Facts some questions and answers about immigration, refugees and Indigenous affairs, 2001, free information booklet from the Human Rights and
Equal Opportunity Commission, phone (02) 9284 9600 or available online at: www.humanrights.gov.au/racial_discrimination/face_facts/index.html
This booklet provides accurate information on some of these issues and is suitable to be read by Stage 3 students. Refer to Face the Facts during class
discussions in lessons on social justice issues to dispel some “urban myths”.
Stage 1
Stage 2
Stage 3
CUS1.3 Identities
CCS2.1 Significant events and people
CCS3.1 Significant events and people
Identifies customs, practices, languages and
Describes events and actions related to the British Explains the significance of particular people,
traditions of their family and other families.
colonisation of Australia and assesses changes
places, groups, actions and events in the past in
and consequences.
developing Australian identities and heritage.
SSS1.8 Rights and responsibilities
CCS2.2 Time and change
SSS3.7 Resource systems
Identifies roles and responsibilities within
Explains changes in the community and family
Describes how Australian people, systems and
families, schools and the local community, and
life and evaluates the effects of these on different
communities are globally interconnected and
determines ways in which they should interact
individuals, groups and environments.
recognises global responsibilities.
with others.
CUS2.3 Identities
SSS3.8 Roles, rights and responsibilities
Explains how shared customs, practices, symbols, Explains the structures, roles, responsibilities and
languages and traditions in communities
decision-making processes of state and federal
contribute to Australian and community identities. governments and explains why Australians value
fairness and socially just principles.
SSS2.7 Resource systems
Describes how and why people and technologies
interact to meet needs and explains the effects of
these interactions on people and the environment.
SSS2.8 Roles, rights and responsibilities
Investigates rights, responsibilities and decisionmaking processes in the school and community
and demonstrates how participation can contribute
to the quality of their school and community life.
Activities
Indicators
Activities
Indicators
Activities
Indicators
The focus in this section is
Use a primary atlas such as SSS2.7
Use a primary atlas such as SSS3.7
on family. The Big Mob
Jacaranda. Refer to the
 uses pictorial
Jacaranda. Refer to the
 uses pictorial
books are referred to only
information available on
data to compare
information available on
data to compare
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HSIE STAGE 1, 2 & 3
March 2003
Page 9 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
because they are available
in all schools and provide
an Aboriginal perspective
that is also reflected in the
other Stages. Teachers
could replace the Big Mob
texts with other texts that
fulfil the same purpose.
Types of families
Use the big book My Mob
found in the Big Mob
Books for Little Fullas.
Use big book strategies to
introduce the book and the
text. Look at the map on
the inside cover to locate
where the family lives in
NSW. Listen to the text on
the tape. Use the photos to
initiate discussion on
family and follow the
teaching ideas in the
Blackline masters pages 7
to 10.
Who is in your family?
Does anyone speak another
language at home?
Identify cousins, aunts,
uncles, grandparents and
other extended family
members.
What do students call their
page 50 and 51, Australia
and the unequal world. Use
this information to
establish that Australian
communities are not the
same as communities in
other countries.
SSS1.8
 identifies the
characteristics of
different families

develops an
understanding of
extended family
…Stage 2 continues…
↓
information on
different
communities
page 50 and 51, Australia
and the unequal world. Use
this information to
establish that Australian
communities are not the
same as communities in
other countries.
1. Investigate the United
Nations. Go to web site (3)
for a brief description. Go
to web site (5) to find out
about Australia's role in the
UN.
Use web site (4) follow
links > welcome >
CyberSchoolBus. Allow
students individual time to
investigate this site by
setting a 15 minutes timer.
Each student then spends 5
minutes with the following
student showing them
items of interest they found
on the site. Great sections
are Resources and What’s
going on. Promote home
use of Games and Quizzes.
This Internet activity can
continue throughout the
next two tasks. Once all
students have undertaken
and contrast
information on
different
communities

undertakes
Internet research
on Australia’s
role in the United
Nations

undertakes
Internet research
on the United
Nations
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HSIE STAGE 1, 2 & 3
March 2003
Page 10 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
grandparents?
Develop a word bank of
terms relating to family.
Students categorise into
male and female.
Students draw a picture of
 categorises
an important family event
information on
and label family members.
different families
Conclude with the teacher
directed activity on page 9
of the Blackline masters.
Function of families
Families provide love and
support. Meet the personal
needs and sometimes wants
of family members.
Use the Big Mob text
Johnny Cakes as an
example of this.
Use big book strategies to
introduce the book and the
text. Look at the map on
the inside cover to locate
where the story takes place.
Listen to the story on the
tape.
Refer to the teaching ideas
in the Blackline masters
pages 40 and 41.
Discussion points:
CUS1.3
Has anyone made or eaten
 identifies that
Johnny cakes?
families organise
this internet activity, a Hot
Potato activity compiles
and shares student learning
(see below).
Aboriginal communities
CCS2.1
have worked very hard
 begins to develop
over a very long time to
an understanding
improve the lives of their
of reconciliation
peoples and the way they
have been included in the
Australian community
since colonisation.
Do a brainstorm session
with students on
reconciliation. Record
comments on a large sheet.
Do not leave on display but
keep for later reference.
After brainstorming refer to
Face the Facts to clarify
some of the issues raised
during the brainstorm
session.
Use the text Our Land Our  reads about and
People, (available from
discusses
Equity Centre library), with
different issues
students to develop
affecting
knowledge of the issues
Aboriginal
affecting Aboriginal
people past and
peoples. Copy sections of
present
the book for student use,
Aboriginal communities
have worked very hard
over a very long time to
improve the lives of their
peoples and the way they
have been included in the
Australian community
since colonisation.
Do a brainstorm session
with students on
reconciliation. Record
comments on a large sheet.
Do not leave on display but
keep for later reference.
After brainstorming refer to
Face the Facts to clarify
some of the issues raised
during the brainstorm
session.
Read Australia is my
country, page 27, DD
Upper Primary Readers.
These comments are made
by Reg Saunders.
Find out about other
Aboriginal Australians who
enlisted in WW1 and WW2
CUS3.1
 develops an
understanding of
the human rights
issues affecting
Aboriginal
people
 enhances
understanding of
reconciliation

reads about
Aboriginal
Australians
involvement in
war
 reflects on their
reasons for
enlisting
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 11 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
Who provides the food at
home? Who shops, cooks,
cleans up, grows
vegetables, etc?
What happens on special
occasions? What foods are
special? (expand with
multicultural examples).
What sort of foods do we
eat at different (family)
meals? Highlight cultural
differences, e.g. some
families traditionally eat
rice for breakfast. Use
photographs in the student
magazine Where the sun
rises (DET Stage 1
resource) to stimulate
discussion.
Students draw and/or write
about the types of food
they eat for breakfast,
lunch and dinner. Aim for
students to feel
comfortable to show what
is “normal” in their family
and not what they envisage
as being socially
acceptable.
Families meet needs and
wants
Make up a simple
and provide the
food that family
members need.

Explains the way
food connects
people at special
occasion

understands the
significance of
food in meeting
families cultural
needs and wants
SSS1.8
 illustrates the
types of foods
eaten at different
meals
particularly Aboriginal prehistory, Life before white
invasion, Art and culture,
Life after white invasion,
The principle of Terra
Nullius, Self sufficiency and
Success stories. Use a
range of literacy strategies
to address these, such as:
reading conference, readers
circle, cloze, mind map,
jigsaw reading.
…Stage 2 continues…
↓
and served with distinction.
Why did they enlist? What
did they hope to achieve?
What effect did this have
on their lives? How were
they treated after the war?
Use the web site (6) to help
with this and library books
such as Fighters from the
fringe, (1989) and
Forgotten heroes:
Aborigines at war from the
Somme to Vietnam, (1993).
Use the CD-ROM One
Destiny > Themes > First
Australians. View the slide
show with students. Print
slide show for student
reference. Modify the task
to: research a human rights
issue affecting Aboriginal
people. This is illustrated
on the Timeline, page 44
and 45, “Nallawa” A
Reconciliation History:
Images of Australia Past
and Present. This
document provides
balanced and accurate
information. Read the
introduction on page 3,
refer to the timeline on

reflects on the
effects enlisting
in the armed
forces had on
their lives and
that of their
communities
SSS3.8
 identifies other
human rights
issues affecting
Aboriginal
people as a result
of colonisation

researches a
particular human
rights issue
affecting
Aboriginal
people
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 12 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
worksheet (A4 enlarged to
A3 photocopies) with the
heading Families meet our
needs and wants and two
columns labelled with
Needs and Wants.
Discuss needs and wants
using the background
provided. Include family
traditions and celebrations
in this discussion for the
contribution these events
make in connecting
families with communities.
Students use old magazines
to find illustrations of their
needs and wants. Cut out
and paste into one of the
columns. Students present
work to the group and
explain why they included
different images.
…Stage 1 continues…
↓
…Stage 2 continues…
↓

identifies how
families meet the
needs and wants
of family
members

categorise
illustrations into
needs and wants

explains why
items have been
included as a
need or a want
Once again brainstorm
 compares the
students ideas on
views expressed
Reconciliation. Now
on Reconciliation
display the previous
before and after
brainstorm sheet on
learning about
reconciliation. Compare the
issues affecting
before and after comments.
Aboriginal
What has changed? Why?
people
page 44 and 45 and the
Annotated Bibliography on
pages 46 to 51.
Students use the
information pages of this
text. Read the text with
students and follow the
activities suggested in
Think about it.
Students undertake the task
and use the pro forma on
the CD-ROM to publish
their work.
Students can also identify
texts in the bibliography to
support their topic. Search
the Equity Centre Library
and arrange a bulk
borrowing.
Model note taking. Discuss
issues with students to
develop understanding of
the particular human rights
issues.
Once again brainstorm
students ideas on
reconciliation. Now display
the previous brainstorm
sheet on reconciliation.
Compare the before and
after comments. What has
changed? Why? Why is

uses the
computer pro
forma to present
research

evaluates the
views expressed
on reconciliation
before and after
learning about
issues affecting
Aboriginal
people
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 13 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
…Stage 1 continues…
↓
Why is knowledge about
these issues important, for
individuals and for all
Australians?
knowledge about these
issues important, for
individuals and for all
Australians?
Use the teaching ideas in
DD Middle Primary Units
We Remember, pages 79,
80 and 81.
3. Australia is involved in
providing support in the
global community. This
includes providing aid to
other countries through aid
organisations such as
AusAID. Go to the
AusAID web site at (1) to
read the general
information on Australian
Aid programs.
Use the case study East
Timor: A people rebuilding
with students at (2).
Review the teachers notes
and select tasks for students
from Student activities.
SSS3.7
 investigates
Australia’s role
in providing aid
as part of our
global
responsibilities
 reviews
information on
Australian aid
programs

investigates
Australia’s role
in providing aid
to East Timor
Conclude with a Hot
Potato activity on the
United Nations, following
the Internet investigations.
Divide the class into small
groups of 2 to 4.
Brainstorm main ideas and
headings, one per group on
an A3 sheet. Each group

records a range
of information on
the different roles
undertaken by the
United Nations
Undertake Activity 3 page
79, Special days of the
past. View the DD video
segment on We Remember
(7:30 mins).
Use the 4 questions on
page 79 to guide students
discussion of the
significance of events on
the video.
Photocopy Handout 13 and
14. Read and discuss these
in relation to the same 4
questions.
Undertake Activity 4, page
79, Changes in
commemorations.
Copy Handout 15 for
students.
Explain the special days
and how they have
changed. Add days to
CCS2.2



examines the
purpose special
days have in
enhancing
community life
investigates
special days
celebrated in the
past that
contributed to
community life
identifies changes
to special events
as community life
has changed
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 14 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
…Stage 1 continues…
↓
column three that are of
significance to the local
community.
Ask students: How do
special events (past and
present) help us to develop
a sense of our Australian
community?
What effect did the Sydney
Olympics have on our
feeling part of the
Australian community?
Discuss this with family as
a homework task. Report
back to class on findings.
Undertake Activity 2, page
80, Opinion Survey and
Activity 3, page 81,
Culminating activity.
Use the CD-ROM Stories
of Democracy > Middle
Primary > We Remember.
View this information
presentation.
Reflect on symbols of
Australia. Ask students to
identify other Australian
symbols and how they are
related to our sense of
belonging to the Australian
community.
SSS2.8
 describes how
participation in
special days
enhances
community life
records information under
the heading taking 2 to 3
minutes. Rotate recording
sheets around all groups,
allocating 2 – 3 minutes for
each rotation. When sheets
return to originating group,
discuss and report (share)
the information recorded.
Display recording sheets.
…Stage 3 continues…
↓
CUS2.3
 identifies symbols
that enhance a
sense of
Australian
community
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 15 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
…Stage 1 continues…
↓
Relate this learning back to
the key words introduced
earlier: trust, safety,
connections,
participation,
volunteering, networking,

shows an
enhanced
understanding of
the key words
supporting a
sense of civic
Develop questions to use in
a survey to identify
features that people in their
family (or community)
relate to our sense of
belonging to the Australian
community.
As a homework task
conduct a survey using
family members. Collate
responses in class.
Students individually
undertake the design a
banknote activity on the
CD-ROM at the end of We
Remember.
Use the ideas on Handout
16, page 97 to decide on a
design task, e.g. new
national day. Present
design task as a poster.
Students will need to
justify and explain items
included in their poster, as
explained on page 81.

Relate this learning back to
the key words introduced
earlier: trust, safety,
connections,
participation,
volunteering, networking,
SSS2.8
 shows an
enhanced
understanding of
the key words
supporting a
develops
questions about
the civic values
that are
represented in
Australian
symbols
…Stage 3 continues…
↓

designs a bank
note using a
range of
Australian
symbols
 justifies the
selection of
symbols to
represent
contemporary
civic life
Relate the learning
undertaken in this part of
the unit back to the key
words introduced earlier:
trust, safety, connections,
participation,
SSS3.8
 shows an
enhanced
understanding of
the key words
supporting a
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 16 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
cooperation and
tolerance.
Discuss:
How does what has been
learnt enhance
understanding of how the
community supports its
citizens?
How do you feel about this
knowledge?
Use examples.
How can we improve the
“health” of our
community? (At a local
level.)
community
cooperation and
tolerance.
Discuss:
How does what has been
learnt enhance
understanding of how the
national community
supports its citizens?
How do you feel about this
knowledge?
Use examples.
How can we improve the
“health” of our
community? (At a local
and national level.)
sense of
Australian civic
community
volunteering, networking,
cooperation and
tolerance.
Discuss:
How does what has been
learnt enhance
understanding of how the
global community supports
its citizens?
How do you feel about this
knowledge?
Use examples.
How can we improve the
“health” of our
community? (At a local,
national and international
level.)
sense of civic
community
(1) http://globaled.ausaid.gov.au/
(2) http://globaled.ausaid.gov.au/primary/country/east-timor2.html
(3) http://globaled.ausaid.gov.au/links/un.html
(4) http://www.un.org/
(5) http://www.dfat.gov.au/un/
(6) http://www.fortunecity.com/meltingpot/statuepark/620/index.html
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 17 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
Community involvement
Use the key words trust, safety, connections, participation, volunteering, networking, cooperation and tolerance to focus students’ understanding on
community involvement.
Arrange for a representative of a community group to visit the classroom to talk about and show students how their organisation provides support in the
community. Encourage the visitor to talk also about the personal benefits and enjoyment they get from their role in this organisation. The local paper often
provides information and contact details of local service organisations. The local council or library will also be able to provide information on local
community groups that are active in your area.
Ensure that a range of community groups are represented over the cycle of learning in a multistage classroom, i.e. arrange for a different community group
to visit the class each time. If this unit is being used in a single stage class ensure that the community group representative supports the outcomes and
subject matter in that stage, e.g. for Stage 1, service organisations such as Scouts or RSPCA, for Stage 2 a wider range of voluntary organisations as
represented in Discovering Democracy material, and for Stage 3 international organisations such as Amnesty International or World Vision.
Stage 1
Stage 2
Stage 3
SSS1.8 Roles, rights and responsibilities
SSS2.8 Roles, rights and responsibilities
CCS3.1 Significant events and people
Identifies roles and responsibilities within
Investigates rights, responsibilities and decisionExplains the significance of particular people,
families, schools and the local community, and
making processes in the school and community and places, groups, actions and events in the past in
determines ways in which they should interact
demonstrates how participation can contribute to the developing Australian identities and heritage.
with others.
quality of their school and community life.
SSS3.8 Roles, rights and responsibilities
Explains the structures, roles, responsibilities and
decision-making processes of state and federal
governments and explains why Australians value
fairness and socially just principles.
Activities
Indicators
Activities
Indicators
Activities
Indicators
Read The Bindi Gully Band SSS1.8
Refer to the document at web SSS2.8
Refer to the document at web  SSS3.8
from Australians All! DD
 identifies the
site (1). Print pages 2 to 4.
site (1). Print pages 2 to 4.
big book. This has also
actions that
Refer to part 3: Life in two
Refer to part 3: Life in two
been used in the unit
involve people
imaginary towns. Copy this
 lists the
imaginary towns. Copy this
 lists the
Governing Australia. The
in the
section for students use.
differences
section for students use.
differences
focus here is on the
community
Students read about life in
between the two
Students read about life in
between the two
community involvement
the two imaginary towns.
towns
the two imaginary towns.
towns
that is illustrated in this
 explains the
Use the discussion points on  gives reasons for Use the discussion points on  gives reasons
text rather that solving
activities that
page 4 following the
indicating which
page 4 following the
for indicating
problems.
groups
scenarios of the two towns.
town would be
scenarios of the two towns.
which town
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 18 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
Refer to the Australians
organise
All! Teachers guide. Use
Sharing the text for literacy  explains how
strategies on pages 9 and
groups help
10, Go to page 11.
people in the
Exploring the concepts dot
community
points 4 and 5 and
Extending the concepts,
page 13 dot point 4, for
teaching strategies focusing
on community
involvement.
…Stage 1 continues…
↓
Compare the two towns:
draw up a class chart
Community involvement with
two columns headed
Problems and Solutions. List
the problems in Brownsville
and the solutions the
Wollupa community
developed.
How do these scenarios
relate to or illustrate the key
words listed above?
preferable to live
in
 relates the
community
involvement
illustrated to the
key words
Compare the two towns:
draw up a class chart
Community involvement with
two columns headed
Problems and Solutions. List
the problems in Brownsville
and the solutions the
Wollupa community
developed.
How do these scenarios
relate to or illustrate the key
words listed above.
Refer to teaching material in
the DD Middle Primary units
on Joining In.
Copy Handout 12, page 123
for students use. Read
handout and discuss. Who
has participated in Clean up?
What did you do, who
helped? Do people get paid
for clean up work? Why do
they do it? View DD video
clip, Joining In, on Clean up
Australia (7:00 mins)
Use the Community Groups
task in DD Middle Primary
Units Assessment Resource.
Copy pages 48 and 49 for
students’ use. Read and
discuss the questions and

Investigate community
campaigns. Both examples
used relate to issues
involving women.
Begin by reading Susan B.
Anthony, page 10, DD Upper
Primary readers. Refer to the
teaching ideas in the DD
Upper Primary Teachers
Guide page 3 and 4 when
using this text with students.
Handouts 11 to 15 in DD
Upper Primary Units provide
examples for students to read
on equal pay for equal work.
Refer to Activity 4 and 5,
page 126 – 127 for teaching
ideas using this material.
Use the task Community
identifies the role
of communities in
Clean Up
Australia
 describes how the
community
benefits from
involvement in
Clean Up
Australia

reads and
discusses the
article on
Greening
Australia
 identifies the
pluses and
would be
preferable to
live in
 identifies the
level of
community
involvement in
each town
 relates the
community
involvement
illustrated to
the key words
CUS3.1
 examines
women’s
campaign to get
the vote

examines issues
affecting
women’s
campaign to
receive equal
pay for equal
work
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 19 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
…Stage 1 continues…
↓
Modified task
Modify the Stage 2 task
Australian civic values

collects
illustrations of
icons and
answers given by Linda on
Greening Australia. What are
some of the groups in our
community? Refer to the
Handouts page 112 to 119 in
Middle Primary units, for
ideas and information on
different community groups.
Decide if the people involved
are paid or unpaid
(voluntary), or both, in these
examples. Brainstorm and
list other community groups
or organisations. Find
contacts for these groups
among parents. Use the local
phone book for additional
contacts. Use student Work
sheet 1, page 52 and 53 DD
Middle Primary Units
Assessment Resource for
students to use when
conducting an interview
(phone?) with a member of a
community group. Use
Supplementary Sheets 1 and
2, page 50 and 51 with
students who are unable to
interview someone. Students
use the instructions on page
54 to prepare a poster with
descriptions of the
minuses of being
part of a
community group
 reads about and
explores other
types of
community
groups


undertakes a
guided (phone)
interview of a
member of a
community
group.
uses
supplementary
material as
required
 constructs an
information
poster on the
community group
campaigns in DD Upper
Primary Units Assessment
Resource page 49. Follow
teaching and learning
instructions for this task.

gives an
account of the
actions and
achievements of
citizens’
campaigns
Compare the knowledge
gained by drawing up a class
chart Community campaigns
with two columns headed
Problems and Solutions. List
the problems of the two case
studies. List the solutions for
these problems.
Display the two Problems
and Solutions charts. Discuss
the similarities and
differences between
community involvement and
community campaigns.
Brainstorm additions that
could be made to these lists.
Do they overlap?
What would life be like in
our communities without
community involvement and
community campaigns?
…Stage 3 continues…
↓
SSS3.8
 evaluates the
effectiveness of
strategies used
in citizens’
campaigns

identifies the
similarities,
differences and
effect on
communities of
community
involvement
and community
campaigns
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 20 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
shield for Stage 1. The
symbols used
Stage 1 focus is on features
by community
of community involvement
groups
that the students identify
with. This could include
sporting groups and their
colours and emblems,
Scouts or Cubs, church
groups etc. Revise the
 discusses the
student task on page 39 and
purpose and
40 for students. Enlarge the
function of the
shield and copy. Make A3
Australian
photocopies of Handouts 1
symbols
and 2 from the DD Middle  illustrate own
Primary unit We Remember
civic values
and display in classroom
shield
for student reference.
 explains the
Students undertake task.
inclusion of
Students can present an
items in their
oral explanation of the
civic values
items or symbols included
shield
in their civic values shield.
information on the
community group they have
investigated. Present their
poster to the class.
Undertake the task, pages 39
and 40, DD Middle Primary
Units Assessment Resource.
Review the student task on
page 39 and copy page 40 for
students. Enlarge the shield
and copy. Make A3
photocopies of suitable
Handouts from the DD
Middle Primary unit We
Remember and display in
classroom for student
reference.
Students undertake task.
Students can present an oral
or written explanation of the
items or symbols included in
their civic values shield.
Use the key words trust,
 determines the
safety, connections,
positive benefits Use the key words trust,
participation,
of community
safety, connections,
volunteering, networking,
involvement
participation, volunteering,
cooperation and tolerance
networking, cooperation
to focus student
and tolerance to focus
understanding on
student understanding on
community involvement.
community involvement.
(1) http://www.coa.nsw.gov.au/PDF/RegeneratingCity.pdf





they have
investigated
clarifies values
associated with
the Australian
community
discusses and
explains the
purpose and
function of
Australian
symbols and
anthems
illustrates
Australian civic
values in their
values shield
explains the
inclusion of items
in their civic
values shield
…Stage 3 continues…
↓
determines the
positive benefits
of community
involvement
Use the key words trust,
safety, connections,
participation, volunteering,
networking, cooperation
and tolerance to focus
student understanding on
community involvement.

determines the
positive benefits
of community
involvement
and community
campaigns
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 21 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
Environmental responsibilities
The focus for Stage 1 and 2 is on the 4Rs: Reduce, Reuse, Recycle and Rethink. Stage 3 develops an understanding of global issues that can affect the
Australian environment by looking at Customs and Quarantine.
Schools have access to an enormous and bewildering array of environmental support material often combining learning that supports HSIE and Science and
Technology. Use material that provides knowledge appropriate for each stage and aligns with the syllabuses outcomes and content. Select material that
encourages students to undertake environmental projects at home, school and in the community that really do “make a difference”.
The Ollie Saves the Planet project offers a wealth of information and activities suitable for primary students with a focus on the 4Rs at:
http://www.ollierecycles.com/planet/aus/index.htm This site continues to develop. A CD-ROM Ollie Saves the Planet: Australia, will be distributed to
schools during 2002. Use the Ollie Info index at: http://www.ollierecycles.com/planet/aus/info/alpha/alpha00.htm to research the 4Rs and identify practical
environmental ideas to implement suitable for primary students.
Use the key words trust, safety, connections, participation, volunteering, networking, cooperation and tolerance to focus student ideas and describe
our environmental responsibilities.
Stage 1
Stage 2
Stage 3
ENS1.6 Relationships with places
ENS2.6 Relationships with places
ENS3.5 Patterns of place and location
Demonstrates an understanding of the relationship Describes people’s interactions with environments Demonstrates an understanding of the
between environments and people.
and identifies responsible ways of interacting with interconnectedness between Australia and global
environments.
environments and how individuals and groups can
SSS1.8 Roles, rights and responsibilities
Identifies roles and responsibilities within
act in an ecologically responsible manner.
SSS2.8 Roles, rights and responsibilities
families, schools and the local community, and
Investigates rights, responsibilities and decisionSSS3.7 Resource systems
determines ways in which they should interact
making processes in the school and community
Describes how Australian people, systems and
with others.
and demonstrates how participation can contribute communities are globally interconnected and
to the quality of their school and community life.
recognises global responsibilities.
SSS3.8 Roles, rights and responsibilities
Explains the structures, roles, responsibilities and
decision-making processes of state and federal
governments and explains why Australians value
fairness and socially just principles.
Activities
Indicators
Activities
Indicators
Activities
Indicators
Use the text Window by
Use the text Window by
The Australian
ENS1.6
ENS2.6
Jeannie Baker to
 identifies changes Jeannie Baker to
 explains changes
environment is unique.
investigate the impact
to the natural
investigate the impact
to the natural
Special measures have
people are having on our
environment to
people are having on our
environment to
been put in place to protect
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 22 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
environment.
Use a range of big book
strategies to investigate and
analyse each image. Use a
variety of questions to
guide students through the
text. Establish what is the
same and what has changed
from image to image.
Develop students’
understanding of
environmental change and
the positive and negative
impact this has on our
environment.
Read the author’s note
discuss what this means to
us and to our future. Ask
what we can do to make a
difference.
Introduce the 4Rs: Reduce,
Reuse, Recycle and
Rethink. Copy onto A3
sheets and undertake a Hot
Potato activity in small
groups. (See Stage 3 in
Developing a sense of
community).
Play the Recycling game at
(1) to learn about what can
be recycled. Set a home
based project to keep a
meet current
community needs
and wants

develops an
understanding of
values and
responsibilities
towards our
environment
 discusses the
impact of current
practices and
their implications
 communicates an
understanding of
the 4Rs

undertakes
activities to learn
about recycling
environment.
Use a range of big book
strategies to investigate and
analyse each image. Use a
variety of questions to
guide students through the
text. Establish what is the
same and what has changed
from image to image.
Develop students’
understanding of
environmental change and
the positive and negative
impact this has on our
environment.
Read the author’s note
discuss what this means to
us and to our future. Ask
what we can do to make a
difference.
Introduce the 4Rs: Reduce,
Reuse, Recycle and
Rethink. Copy onto A3
sheets and undertake a Hot
Potato activity in small
groups. (See Stage 3 in
Developing a sense of
community).
Use the web site at (2) to
learn about recycling.
Suggest recycling
strategies that can be used
meet current
community needs
and wants

expresses an
understanding of
values and
responsibilities
towards our
environment
 discusses and
gives reasons for
the impact of
current practices
and their
implications
 communicates
knowledge of the
4Rs

undertakes a
variety of
activities to learn
about the 4Rs
this environment from
diseases and pests that
would destroy it.
Investigate some of these
processes and some of the
problems that could occur.
Use Sydney Airport, DET
teaching material. Refer to
teaching and learning
activities on page 32; A day
in the life of a sniffer dog.
Read the text on page 25 of
the student booklet.
Additional information on
sniffer dogs can be found
on the web sites at (1) and
(2). Students draw a mind
map of the role of sniffer
dogs.
Refer to the teaching and
learning activities on page
33, Quarantine: helping to
keep Australia disease free.
Refer to web site (3) for
general reference. Then go
to web site (4) and choose
lesson plan 11: Time to eat
and lesson plan 24:
Suspected illegal entrant.
Use the teaching and
SSS3.7
 outlines
Australia’s
obligations under
international
treaties and law
enforcement
agreements, e.g.
protecting
citizens from the
distribution of
illegal drugs
 examines the
reasons for using
sniffer dogs
ENS3.5
 describes the role
of the Australian
Quarantine and
Inspections
Service
 recognises the
importance of
strict quarantine
rules
SSS3.7
 explains why
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 23 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
tally of different items
recycled at home in a
week. Compare results at
the end of the week.
Undertake a Lunch Refuse
Survey. Identify the types
and quantity of packaging
used in student lunches,
suggest alternatives that fit
in the 4Rs.
learning activities in these
lesson plans and copy the
Resources for printing for
student use.
Use material from
 enhances
environmental teaching kits
knowledge and
that provide student
understanding of
activities on improving the
practical
4Rs at home. This could
applications of
include activities to
the 4Rs
familiarise students with
simple strategies to reduce
energy use, reduce
pollution, conserve water,
increase biodiversity etc.
at home and school. Trial
some of these and report on
their success. Research
additional information
using the Info link.
Use the Planet Ark web site
at: (3) to investigate
specific examples of people
taking responsibility for
their environment. Or view
the video Do Something
produced by Planet Ark
and available rent free from
Video Ezy stores.
Present a short talk on a
project.
Use material from
 enhances
environmental teaching kits
knowledge and
that provide student
understanding of
activities on improving the
practical
4Rs at home. This could
applications of
include activities to
the 4Rs
familiarise students with
simple strategies to reduce
energy use, reduce
pollution, conserve water,
increase biodiversity etc.
How does the way we live
affect the environment and
our responsibilities towards
the environment relate to
How do environmental
projects and our
responsibilities towards the
environment relate to the
How do Customs,
Quarantine and our
responsibilities in these
areas relate to the key
SSS1.8
 articulates
knowledge of
environmental
SSS2.8
 articulates an
increasing
knowledge of
Discuss the different roles
Customs and Quarantine
have in protecting
Australian communities.
What responsibilities do we
have in protecting
Australian communities.
certain
categories of
items are not
allowed into
Australia under
quarantine
regulations
 investigates and
reports on more
comprehensive
Australian
guidelines and
regulations
 reports on the
role of the
Australian
Customs service
and of the
Australian
Quarantine and
Inspections
Service
SSS3.8
 articulates a
superior
knowledge of
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 24 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
the key words trust,
responsibilities
key words trust, safety,
safety, connections,
connections,
participation,
participation,
volunteering, networking,
volunteering, networking,
cooperation and tolerance
cooperation and tolerance
to focus student knowledge
to focus student knowledge
in describing these
in describing these
environmental
environmental
responsibilities.
responsibilities.
(1) http://www.affa.gov.au/content/schools/fs/dogs.cfm
(2) http://www.affa.gov.au/content/schools/fs/rowdy.cfm
(3) http://www.affa.gov.au/content/schools.cfm
(4) http://www.affa.gov.au/content/schools/lp/act/qp1.htm
environmental
responsibilities
words trust, safety,
connections,
participation,
volunteering, networking,
cooperation and tolerance
to focus student knowledge
in describing these
environmental
responsibilities.
environmental
responsibilities
___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 25 of 25
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/